■Psr 



No. 1 20 



SOCIAL CENTER 

FEATURES IN NEW ELEMENTARY 

SCHOOL ARCHITECTURE 

AND THE 

PLANS OF SIXTEEN SOCIALIZED SCHOOLS 



BY 

:LARENCE ARTHUR PERRY 




Published by the 
Division of Recreation 
Russell Sage Foundation 

1 Madison Ave., New York City 



Price, 25 cents 



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PREFATORY NOTE 

The first part of this pamphlet appeared in the April, 191 2, 
number of the American School Board Journal under the caption 
"Social Center Ideas in New Elementary School Architecture," 
and is here reproduced with the permission of the publisher of 
that periodical. Many of the schools referred to had already 
been described in its previous numbers, and from them much of 
the information here given was obtained. 

For loans of drawings and plates, and for the furnishing of 
information the author wishes to make grateful acknowledgment 
to the following persons: Superintendent B. D. Billinghurst, Mrs. 
Desha Breckinridge, Mr. William C. Bruce, the Commissioner of 
Education, Messrs. Cooper and Bailey, Professor A. Caswell 
Ellis, Messrs. Garber and Woodward, Mr. Charles R. Greco, Mr. 
A. F. Hussander, Mr. William B. Ittner, Assistant Professor 
Charles W. Killam, the Langslow, Fowler Company, Super- 
intendent W. C. Martindale, Mrs. George Merck, Director of 
Schools Charles Orr, Messrs. Rogers and Manson, Superintendent 
■of School Buildings C.B.J. Snyder, and Edward J. Ward, Adviser 
on Civic and Social Center Development. 

The purpose of the pamphlet is to make available to those who 
are engaged in constructing new buildings some of the most ad- 
vanced plans that have been adopted in American cities. 






TABLE OF CONTENTS 



PAGE 



Social Center Features in New Elementary School Archi- 
tecture 3 

Illustrations: 

Corridor, Webster School, St. Louis, Mo 5 

Assembly Hall, McKinley Park School, Reno, Nev. . . 7 

Swimming Pool, Emerson School, Gary, Ind 9 

Domestic Science Room, Emerson School, Gary, Ind. . 1 1 

A Movable School Chair 13 

Ready for Calisthenics or Folk Dancing 14 

How the School and the Playground of the Future 

May be Merged 16 

Ground Plan of Model School and Recreation Center 17 

Sixteen Socialized Schools 18 

Plans: 

Lexington, Ky., West End School 18-20 

Reno, Nev., New Schools 21-23 

Washington, D. C, Lucretia Mott School 23-25 

Cambridge, Mass., Thorndike School 26-27 

Gary, Ind., Emerson School 28-31 

Gary, Ind., Froebel School 32-33 

Kalamazoo, Mich., East Avenue School SS^SS 

Rochester, N. Y., P. S. 23 36-37 

Houston, Tex., Rusk School 38-40 

Cincinnati, O., Guilford School 4i~43 

Cincinnati, O., Westwood School 43 45 

Cleveland, O., Columbia School 46-47 

Cleveland, O., Eagle School : 48-49 

Chicago, 111., Mozart School 50-53 

New York, N. Y., P. S. 95, Manhattan 53-54 

Southboro, Mass., Cordaville School 55 



6ii3 
Pub! 13b?'- 
JUl ? 191? 



Social Center Features in New Elementary School 
Architecture* 

By Clarence Arthur Perry 

Russell Sage Foundation 

The Civic League of Lexington, Kentucky, was endeavoring to 
get a new school building for a neglected district of the city. 
The school board was agreeable, but the funds then available 
would meet only a fraction of the cost. The enterprising women 
and men (this order is necessitated by the facts) who compose 
the League resolved not to wait for municipaL action. Securing 
the services of a prominent architectural firm, they asked it to 
embody certain ideas in an economical plan. When the sketches 
were done they were published in the newspapers and also sent 
to people all over the city on post cards, with this description: 

"The basement of the new school shows a kitchen, a carpenter 
shop, and a laundry where the children will be taught. * * * 
The swimming pool and showers are to be open to the young 
people and the adults of the community as well as to the school 
children. * * * On the main floor, in addition to the class- 
rooms, there is a large room to be used as kindergarten, gym- 
nasium and auditorium. In the morning the kindergarten chil- 
dren will occupy it. It is a story and a half high to accommodate 
the gymnasium apparatus. With the stage at the end and fold- 
ing chairs it may be converted into an auditorium for stereop- 
ticon lectures, musical entertainments and plays. When the 
school buildings belonging to the people are used by the people 
as their club houses, where recreation, physical activity and edu- 
cative amusement may be had by the young in proper environ- 
ment, the saloon evil and other social evils will not cut so large a 
figure in our civilization. * * * xhe top floor shows four 
classrooms, and a little library or reading room where the excellent 
library extension work now being carried on may develop. The 
flat roof of the combined gymnasium and kindergarten room be- 
low may be used for an out-door school." 

After the merits of their plan had had time to sink into the 

* Plans of nearly all the schools referred to in this article are shown on 
pages 18-55. 

3 



public mind, they held a nine days' campaign soliciting funds. A 
twenty-five foot barometer, set up in front of the courthouse, indi- 
cated from day to day the results of their efforts. On the last 
day the balance of the amount required was guaranteed and now 
a model schoolhouse is going up in Lexington which, more literally 
than usual, is being built by and /or the people. 

A survey of the newer elementary schoolhouses in two score 
of our leading cities and towns demonstrates that the motive to 
provide structures which can be used by adults, as well as chil- 
dren, is becoming increasingly active. Most of the features 
which are converting the modern public schoolhouse into a social 
center were originally provided to meet new educational de- 
mands. But modern education is becoming so pleasant a process 
that the people who in their youth fled from the classroom with 
alacrity are now coming back to it with a new enthusiasm. The 
evening classes, parents' meetings and public lectures have dem- 
onstrated to the school ofificials that the people appreciate the 
new privileges and so they are extending them. The playground 
movement is also exerting pressure upon the schoolhouse doors. 
If it is wise to provide wholesome play opportunities during the 
summer it is equally wise to look after the young people's recrea- 
tional needs during the long winter evenings. Thus the building 
committees are beginning to think also of the schools as evening 
recreation centers and adapt them accordingly. 

While few cities have as yet adopted standard plans which in- 
clude all of the facilities discussed below, the rapidity with which 
they are appearing in the newer buildings indicates their general 
adoption in the near future. At the present time a majority of 
the leading cities and towns are providing assembly rooms in all 
of their new school buildings. 

The Auditorium 
The prevailing tendency is to place this room in the lower part 
of the building where it will be easy of access. In New York, 
where the H plan is frequently followed, the assembly room is in 
the basement underneath the open court and is provided with as 
good overhead lighting as can be obtained through a pavement. 
The seats are fixed and there is a gentle slope to the floor, making 
it possible for little children to see the platform from the rear of 
the room. In the Chicago schools of the Mozart type, the as- 
sembly room occupies a large one-story extension in front of the 




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schoolhouse proper. Sliding door^ of solid paneled oak 17 feet 
high divide the room in halves, one portion of which is covered 
with cork matting and is used as a gymnasium. The rear half of 
the room shows a gentle incline and is furnished with fixed opera 
chairs. When movable seats are placed in the gymnasium part, 
the auditorium will seat eleven hundred people. At night the 
main part of the schoolhouse can be completely shut off, entrance 
to the auditorium being had directly from the street through the 
front of the extension. Skylights add to the illumination in the 
day time. 

In an increasing number of cities the auditorium occupies the 
first floor over the basement and is so placed that it can be en- 
tered without passing the classrooms. This is the plan followed 
in the Emerson school at Gary, Indiana, which has an assembly 
hall seating 824 persons. The rear end of the room abuts on the 
main corridor and its main entrances are opposite the principal's 
office and the front vestibule of the school. There are open courts 
on both sides of the hall, thus affording fine daylight illumination 
through the side windows. The stage is at the opposite end, 
making it possible for persons to enter without greatly distracting 
the attention of the audience. When the stage is near the main 
corridor of the school, it is more convenient for the principal and 
those who occupy the platform, but the disturbance made by 
late-comers is increased, since they have to enter in full view of 
the audience. 

Recent schools in Cincinnati, Boston and several other cities 
have the long dimension of the assembly room running parallel 
to the main corridor. Under this arrangement the exits are 
usually on the corridor side of the hall, while the other is the 
principal source of daylight illumination. In the new Guilford 
school in Cincinnati the hall is located between the two main en- 
trances so that dispersing audiences can find easy egress from the 
corridor. 

For a number of years past the Detroit Board of Education 
has provided all the new buildings with auditoriums seating 
four hundred or more people. These rooms are on the first floor 
and are used for kindergarten purposes in the forenoon. They are 
separated from the main corridor by folding glass doors, which 
can be folded back to the wall, thus enabling that part of the 
audience which is seated in the corridor to enjoy any entertain- 
ment being held in the kindergarten. In these rooms the young 



people who attend the social centers hold their dancing parties 
and club meetings, and enjoy games and folk dancing. In sev- 
eral other cities the kindergarten and assembly room are com- 
bined. In the East Avenue school, Kalamazoo, Michigan, the 
assembly room is provided with two hundred and seventy-five 
single desks and is used as a study room for the ninth and tenth 
grades. Its floor slopes gently to the front, where there is a level 
space wide enough to hold a movable platform. 




Courtesy of the Reno School Trustees. 

Assembly Hall, McKinley Park School, Reno, Nev. 



It is a common practice to provide the assembly room with a 
balcony or gallery, which sometimes runs half way around the 
room on both sides. These are generally entered from the story 
above. While the seats in the gallery are usually fixed, the lower 
floor, especially when it is level, is frequently provided with 
movable chairs and these are sometimes stowed beneath the 
stage. This arrangement makes it possible to clear the floor 
quickly for dancing. 



The stage in the Gary school, referred to above, is equipped 
with foot-lights and a drop curtain, and all its appointments con- 
form to the Chicago fire ordinances. In two of the new schools in 
Reno, Nevada, the stages are provided with two complete sets of 
scenery, one of a parlor and the other of a garden. Besides the 
foot-lights there are three sets of border lights of different colors, 
which, as well as the two electroliers in the audience room, are 
controlled from the stage. In connection with the dressing- 
rooms there is a lavatory where hot and cold water are available. 
The stage of the Kalamazoo auditorium, which has been men- 
tioned, is provided with a trap-door and there are iron stairs 
leading to the fly-galleries. The new Froebel school in Gary is 
to have a stage so large that it can be used, when desired, as an 
additional "gym" room. The provision of two dressing or ante- 
rooms in connection w^ith the stage is pretty general. The new 
Rusk school in Houston, Texas, is to have an auditorium 40 x 70 
feet, in which a large dressing-room is provided back of the stage 
and. an ante-room at the side. 

The Gymnasium 
For some years inside playrooms have been pretty generally 
provided. Now the more progressive school boards are be- 
ginning to equip their ward schools with regular gymnasiums. 
The usual location is in the basement, and frequently under the 
assembly room. As has been noted, in the newer schools in 
Chicago the gymnasium forms a part of the assembly room. In 
New York there are playrooms for both sexes on the ground floor, 
which are equipped with a certain amount of apparatus. The 
newer schools here are also furnished with two "gym" rooms lo- 
cated on some of the upper floors. Each room is about the size 
of two classrooms and, according to the very latest plan, is pro- 
vided with a rubber-tile floor having a basket-ball court outlined 
in green and white. The electric lights are embedded in the 
ceiling in such a way that the screens which protect them are 
flush with the ceiling. The Emerson school in Gary has two 
"gyms," each 26x71 feet, in the basement, while its new Froebel 
school will have still larger gymnasiums located on the first floor, 
on the two sides of the auditorium. They will be connected with 
the playground in the rear by independent entrances. The 
gymnasium of the Kalamazoo school is beneath the assembly 
room and has a running track. In the Eagle school in Cleveland, 



there is not only a large gymnasium in the basement, but there 
are also two inside playrooms. The Westwood school in Cincin- 
nati has a gymnasium 38x64 feet, while that in the new Guilford 
school, of the same city, covers an even larger space. This school, 
as well as the Eagle school in Cleveland, is also provided with two 
roof gardens, while roof playgrounds have been enjoyed in several 
of the New York schools for a long while. The Winslow school 
of Beverly, Massachusetts, is furnished with a bowling alley, and 
some of the Milwaukee schools are equipped with pool tables. 
In St. Louis, Cincinnati, and a number of other cities the cor- 




Lu-iilesy oj I'lu lii ukbmldti 

Swimming Pool, Emerson School, Gary, Ind. 



ridors of the schools are being built so large that they can be used 
as indoor playrooms during inclement weather. 

Baths 
The provision of opportunities for strenuous physical exercise 
in our school buildings has brought with it the necessity of afford- 
ing bathing facilities. Few schools now furnished with gymna- 
siums are without shower baths in the adjoining dressing-rooms, 
while many of the new schools in New York, Cincinnati, and sev- 
eral other cities possess commodious plunge rooms. The new 
Froebel school in Gary will be equipped with two swimming 



lO 

pools, each 21x60 feet, and having locker and dressing-booth ac- 
commodations for four hundred men and three hundred women, 
these being so arranged that they can be used by outside 
people without interfering with those of the pupils. In the new 
Thorndike school in Cambridge, Massachusetts, the bathroom 
is provided with twenty-four shower bath compartments, and 
the dressing-rooms which flank the two sides of the bathroom 
have the same number of compartments. 

Library Rooms 

Five of the Grand Rapids ward schools have branches of the 
local public library in their basements, which are open from 12.30 
to 9.00 p. m. The Detroit schools which are used as social centers 
also have branch library stations, while the evening recreation 
centers in the New York schools all have, in their quiet-game 
rooms, traveling libraries affording circulating privileges. The 
plans of the Guilford school, Cincinnati, show a library and mu- 
seum, and a "Social Room." These rooms are on the ground 
floor near an outside entrance, thus making it possible for people 
of the neighborhood to use them without going through the rest 
of the school building. The same arrangement is followed in the 
new Rusk school plan, Houston, which provides for a library 
room 23x31 feet, with an adjoining club room. 

Some sort of library room is pretty common in public schools 
throughout the country, though it is usually intended to meet the 
needs of the pupils instead of the outside public, and is conse- 
quently placed on an upper floor where it will be conveniently 
accessible to the pupils of the higher grades. Putting a public 
reading room in the ward schoolhouse brings the library nearer 
home, and the children going back and forth constitute an ex- 
cellent messenger service for the adults who wish to use the cir- 
culating privileges. 

Shops and Kitchens 
The manual training and domestic science rooms, which now 
form a part of the equipment in most public schools, are also mak- 
ing them more available for evening use. There is many a young 
man who finds recreation around a carpenter's bench, making 
articles for his room, an opportunity which he cannot find in his 
own home. The school kitchen facilitates the holding of suppers 



II 

and various other social occasions when it is customary to serve 
refreshments. 

The tendency is to place the manual training rooms, as far as 
possible, in the basement. Sometimes, as in the case of the 
Chicago schools, the wood-working room is on the first floor, 
and the domestic science rooms are on one of the upper floors. 
In the Guilford school, where these rooms are located on the 
third floor, the shop has an office and the domestic science 
room has a dining room and a laboratory adjoining. The plans 
for the Rusk school in Houston place both of these rooms on the 




Courtesy of The Brickbuilder. 

Domestic Science Room, Emerson School, Gary, Ind. 



ground floor. The manual training room has a paint room and 
lumber room adjacent, while at the other end of the building is 
the cooking laboratory with a model dining room, laundry, dress- 
ing-room and storeroom adjoining. There is also an alcove for 
cupboards and lockers. The sewing room is separate from these, 
but on the same floor. The Eagle school in Cleveland is pro- 
vided with a kitchen laboratory on the second floor, adjoining 
which there are a model kitchen, living room, bedroom, and 
storeroom. 

Many of the newer school buildings are now provided with 
lunch rooms. The Houston plan, which has been mentioned, 



12 

shows two large lunch rooms in the basement, separated by a 
kitchen and pantry having entrances to both rooms. The boys' 
room is 23x56 feet, and can also be used as a playroom. On the 
third floor of the Cleveland school, which has been referred to, 
there is also a lunch room with a kitchen adjoining. 



Rest Rooms and Dispensaries 
The increased thoughtfulness regarding the health of both 
teachers and pupils, now shown in the planning of buildings, 
has also contributed to the neighborhood serviceableness of the 
modern public school. Practically all of the standard plans in 
the principal cities provide for a teachers' rest room somewhere in 
the school building. 

In the Eagle school there are rest rooms for the teachers on 
two floors, one of them being connected with a smaller rest room 
for the pupils. In the new schools in Reno, Nevada, the teachers' 
room is known as a lunch room and is equipped with a small 
kitchen, dish closet with sink, hot and cold water and an electric 
stove. The teachers' room in the Thorndike school, Cambridge, 
Massachusetts, has also a kitchenette, stove, boiler and sink. 
The new Houston school is to have a rest room on the second 
floor and two on the third floor. Quite frequently the teachers' 
room is on the same floor as the principal's offlce and not far 
away. These rooms are often provided with easy chairs and 
tables and make convenient reception rooms for evening social 
functions. 

The medical school inspection, which is now carried on in most 
up-to-date school systems, has necessitated the provision of a 
special room for that work. In Cleveland it is known as a 
dispensary, and in the Eagle school it is located on the first floor 
adjoining the principal's office and is provided with adjacent 
sitting and rest rooms as well as lavatories and dispensary facili- 
ties. In the Emerson school at Gary there are two "infirmaries " 
on the second floor. In the Houston school, there is to be a sick 
room 10x16 feet on the second floor, and a dispensary on the 
ground floor. At the Guilford school in Cincinnati there is a 
physician's room on the first floor, near the main entrance. The 
Eagle school in Cleveland has an electric elevator, making it 
easy to ascend to the four open-air classrooms located on the 
third floor. 



13 

The provision of such thorough medical facihties is hastening 
the time when our school buildings will become nominally, as 
they are now in fact, local branch health offices. 

The Cost 
The expense of providing the social-center facilities is not 
proving as great as was anticipated. The Chicago schools of 
the Mozart type (which cost $162,060 complete, or $135.06 per 




Courtesy of Langslow, Fowler Co, 

A Movable School Chair in Use at Washington Grammar School, 
Rochester, N. Y. 



pupil) are considered economical buildings, since on account of 
their structural simplicity, they are costing about $50,000 less 
than older buildings which have no more accommodations. In 
Gary, the luxurious facilities, which have been mentioned above, 
are provided at a cost of only $100 per pupil. The cheapness 
here is due to the fact that the instruction is organized in such a 
way that there are two pupils for every classroom desk. The 
wraps and school supplies are kept in individual steel lockers to 
which the pupils have access between classes. One-half of the 
pupils are accommodated in the shops, playrooms or rooms de- 



voted to the special branches, while the other half are in the class- 
rooms receiving instruction in the three R's. By this plan the 
capacity of the school is doubled and the low per capita cost ob- 
tained. 

But whatever the cost of the social facilities, if they are made 
to yield a larger service to the people — more protection for their 
children and more enjoyment for themselves — the increased 
financial burden is not going to rest so heavily as it did in the days 
fast departing, when the schoolhouse was used only by the chil- 
dren and for only one-third of the utilizable time. 




Ready for Calisthenics or Folk Dancing. 



Future Developments 
There are no fixed desks or seats in the Washington Irving 
High School in New York City. All its classrooms are furnished 
with movable, flat-top desks and chairs. In Rochester there are 
several elementary classrooms, which are provided with a new 
movable seat. The desk is attached directly to the chair, which, 
having rubber tips on its front legs and metal slides on the rear 
ones, can be easily moved when desired and at the same time is 
not noisy when accidentally pushed. The pupil keeps his books 



15 

and supplies in a compartment underneath the seat. With 
movable seats, the division of the class into groups, or the ar- 
rangement of the pupils in a circle is an easy matter and makes 
possible a greater flexibility and vitality in the regular day-school 
work. This advantage, together with the enormously increased 
utility a class-room thus equipped has from a social-center stand- 
point, would seem to point to a near day when all public schools 
will be provided with movable chairs and desks. 

The playground movement is responsible for the tendency to 
enlarge the school yards, which is now so noticeable throughout 
the country. The Emerson school is built upon a plot 320x295 
feet, while the new Froebel school will occupy about ten acres of 
land. The part in front of the building will be devoted to a 
formal garden and that in the rear to playgrounds and school 
gardens. 

Playground work requires a number of facilities which are 
usually found in the school building. More and more play 
directors wish to provide their charges with opportunities for 
shop work and kitchen gardening. The kindergarten room or- 
dinarily makes a fine place for teaching folk dancing and the 
toilet facilities which are needed at a playground are always to be 
found in the schoolhouse. These needs, together with the ten- 
dency now observable in many cities to increase the proportion of 
small parks, seem to foretell the coming of the time when the 
standard lay-out will include, especially in the newer sections, a 
small park around each schoolhouse. Then our schools will be 
social centers during the summer as well as in the winter time. 
After supper the grown-ups will chat and smoke their pipes under 
the trees, while their youngsters play through the long twilight 
on the public school grounds. The school will cease to be re- 
garded as a prison by the children. The teachers will have a new 
interest in their work and the people will feel that they have at 
last come into their own. 



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Couilay of the Lexington Civic Leai 



West End School, Lexington, Ky. 



Sixteen Socialized Schools 

The following plans have attracted attention because of the 
unusual consideration they reveal for the social and recreational 
needs of their environing neighborhoods. All the schools shown 
are devoted entirely to the elementary grades except those in 
Gary and Kalamazoo, and even in these cases the secondary de- 
partment takes up the minor part of the accommodations. In 
some instances not all of the floors are shown, the purpose hav- 
ing been to give only those exhibiting "social center" features. 
Reference to many of the plans has already been made in the pre- 
ceding article and additional details concerning cost, character of 
construction, etc., can be obtained by addressing the architects or 
the local superintendents of schools. 

Some of these buildings are still in the process of construction ; 
all are new. The cities in which they are being erected are not 
confined to the slum-ridden, densely populated class but represent 
wide ranges of social conditions. This fact, together with the 
intellectual and educational prestige enjoyed by the promoters of 
these buildings, indicate the substantial character of the move- 
ment which is rapidly enlarging the function of the public school 
plant. 



19 







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West End School, Lexington, Ky. Basement. Garber & Woodward, 

Architects. 



20 




West End School, Lexington, Ky. First Floor. 



23 




Courtesy of the Reno School Trustees. 

Court Yard, Orvis Ring School, Reno. 







Courtesy of School Board Journal. 

Lucretia Mott School, Washington, D. C. Snowden Ashford, Architect. 



24 



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Courtesy of The Brickbiiilder. 

Froebel School, Gary, Ixd. \Vm. B. Ittner, Architect. 




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Courtesy of The Brickbiiilder. 

Froebel School, Gary, Ind. 
32 



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Froebel School, Gary, Ind. 




Courtesy of School Board Journal. 

East Avenue School, Kalamazoo, Mich. Ground Floor. 



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Second Floor. 




Courtesy of School Board Journal. 



Third Floor. 
East Avenue School, Kalamazoo, Mich. 



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Courtesy of Cincinnati Board of Education. 

Guilford School, Cincinnati, O. Garber & Woodward, Architects. 



42 




First Floor. 




Second Fhjor. 
Guilford School, Cincinnati, O. 



43 




Guilford School. Third Floor. 




Courtesy of The Brickbiiilder . 

Westwood School, Cincinnati, O. Garber & Woodward, Architects. 



44 




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Second Floor. 
Westwood School, Cincinnati, O. 



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An Entrance, Westwood School. 



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Courtesy of School Board Journal. 



Mozart School, Chicago, III. 



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Mozart School, Chicago, III. 





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Mozart School, Chicago, III. 




Courtesy of New York Department of Education. 

P. S. 95, Manhattan, New York City. Basement. 
C. B. J. Snyder, Architect. 



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Jecoad Floor. Plaa 



5CAL.E. 



A Village School near Boston 



56 

Wider Use of the School Plant 

BY CLARENCE ARTHUR PERRY 

Department of Child Hygiene, Russell Sage Foundation 

'• It is full of definite ideas as to programme and schedules of expense 
involved." — The Psychological Clinic. 

"An able delineation of one effective means of social advance." — Annals 
of American Academy of Political and Social Science. 

Second Edition. Price, postpaid, $1.25 

CHARITIES PUBLICATION COMMITTEE 

105 East 22d Street . . . . New York City, N. Y. 

''Wider Use*' Pamphlets by the Same Author 

(Published by Department of Child Hygiene, Russell Sage Foundation, 
400 Metropolitan Tower, New York City.) 

56. Vacation Schools. 

The summer use of the schoolhouse for teaching manual 
and domestic training. Brief bibliography. 32 pp. Illus- 
trated. Price, 5 cents. 

85. Evening Recreation Centers. 

A description of various recreation centers in this country 
and a brief survey of the movement in England. Short 
bibliography. 32 pp. Price, 5 cents. 

115. "Charlie's Reform." 

A leaflet describing a motion picture drama based upon 
the schoolhouse social center. Its plot, pictures of actual 
social centers, and method of getting the film are given. 
(No charge.) 

119. Sources of Speakers and Topics for Public Lectures 
in School Buildings. 
A directory of organizations which use the lecture plat- 
form to promote social amelioration. Also a Hst of topics 
suitable for discussion in public meetings and suggestions 
of local sources of speakers. 31 pp. Price, 5 cents. 

83. The Community-Used School. 

Use of the schoolhouse to promote public health, civic 
efficiency, and social solidarity in the community. 9 pp. 
Price, 5 cents. 



A general description of the Department's pamphlets and activities can 
be obtained upon request, also a List of Lantern Slides for Loaning, 
and a bulletin upon How Motion Picture Films May be Obtained. 



LIBRARY OF CONGRESS 

111' 



019 605 141 7 



